First Grade Writing Plans Unit 6

Lesson 26

Topic: Visual ArtsRead Aloud: The Art ContestAnchor Story: The DotCompanion Piece: Artists Create ArtEssential Question: What are some different ways to make art?Target Skills: Compare and Contrast; Figurative Language

First Grade Writing Plans Lesson 26

Day 1: Writing in response to the teacher read aloud, The Art Contest

Comprehension Skill Addressed in Writing: Story Structure

Before Reading: This week we will read several stories about art. Today, I am going to read a selection titled, “The Art Contest.” We know that fictional stories contain characters and these characters usually have some type of problem that gets solved through the story.

As I read this story, I want you to listen for 2 things: First, I want you to listen to find out the problem that the main character, John, has in the story.

Turn and tell your partner the first thing you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

Next, I want you to listen to find out how his teacher helped him solve his problem.

Turn and tell your partner the next thing you are going to be listening for as I read.

After I read, we will create a chart that contains this information.

After Reading: Your job as I read was to listen to find out the main problem that John had in the story and how his teacher helped him solve it.

Turn and tell your partner the main problem that John had in the beginning of the story. After they have shared, you can have them share their responses and record the information on the chart. (like the sample below)

Now turn and tell your partner how his teacher helped him solve his problem. (if they have difficulty, you can go back and reread that section, then have them discuss)

How did John feel about his artwork at the end of the story? How do you know? (you may have to prompt them- you can also go back and reread the end)

After they have shared, you may record their answers on the chart (see sample)

Sample Chart:

Story Main Charact

er

Problem How the Teacher

Helped Solve the Problem

How Did Character Feel About Art at End of Story

The Art Contest

John John couldn’t think of anything to draw for the

contest.

Told them to close their eyes

and think of something beautiful.

John was pleased with his

work.He even thought he might win a

prize.

*You will use this same chart for the next story, so leave it up so you can add to it.

Day 2: Writing in response to the anchor story, The Dot!

Comprehension Skill Addressed in Writing: Story Structure; Compare and Contrast

Before Reading: Yesterday, we identified the problem and solution in the read aloud, The Art Contest. Today as we read The Dot! our main character will have a similar problem.

As we read this story, I want you to listen to find out the problem that Vashti, the main character, encountered in the story. I also want you to listen to find out how her teacher helped her solve the problem.

Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners) OR you could ask them to share one thing they will be listening for as you read, then take turns until they have shared both.

After Reading: Your job as I read was to listen to find out the problem that Vashti had and how her teacher helped her solve her problem.

Turn and tell your partner the main problem that Vashti had in the beginning of the story. After they have shared, you can have them share their responses and record the information on the chart. (like the sample below)

Now turn and tell your partner how her teacher helped solve her problem. (if they have difficulty, you can go back and reread that section, then have them discuss)

Now I want you to think about how Vashti felt at the end of the story. How has she changed? How do you know?

After they have shared, add their answers onto the chart (see sample)

Sample Chart:

Story Main Characte

r

Problem How the Teacher Helped Solve the

Problem

How Did Character Feel About Art at

End of StoryThe Art Contest

John John couldn’t think of

anything to draw for the

contest.

Told them to close their eyes and think

of something beautiful.

John was pleased with his work.

He even thought he might win a prize.

The Dot! Vashti Vashti felt she couldn’t draw.

The teacher framed Vashti’s dot and

made her feel like an artist.

She continued to create new pictures.

She even encouraged someone else to

draw.

Writing Activity:

Explain how The Art Contest and The Dot! are similar. Use details from each story to support. If needed, this could be a modeled or shared writing.

They should include:

A topic sentence At least 2 ways that the stories are similar Transitional words Closing/concluding sentence

Model:

The Art Contest and The Dot are similar stories. To begin with, they both relate to art in some way. Also, the characters both have trouble thinking of something to draw. Finally, in each story, the teachers encourage them to create something. John and Vashti were both proud of their work and felt like artist.

Student Writing Activity:

Explain how John and Vashti are similar. Use details from the stories to support.

If needed, you could provide a paragraph frame:

John and Vashti are similar. For example, they both ___________________. They also both ___________________.

First Grade Writing Plans Unit 6

Lesson 27

Topic: Trying HardRead Aloud: The Shoemaker and the ElvesAnchor Story: What Can You Do?Companion Piece: The Wind and the Sun

Essential Question: Why is it important to try your best?Target Skills: Author’s Purpose

First Grade Writing Plans Lesson 27

Day 1: Writing in response to the teacher read aloud, The Shoemaker and the Elves

Comprehension Skill Addressed in Writing: Character Traits

Before Reading: Today we will read a story called the The Shoemaker and the Elves. I want you to listen for how the Shoemaker and his wife behave in the story. We call these behaviors character traits. Remember we talked about character traits when we read Senor Coyote, the Judge. Turn and tell your partner what you will be listening for.

After Reading: Your job as I read was to listen for the character traits of the Shoemaker and his wife.

Turn and tell your partner one character trait that the shoemaker and his wife displayed in the story. After they have shared, you can have them share their responses and record the traits on the chart.

Now, let’s write down all the character traits you mentioned and examples of how they demonstrated them.

If students are having trouble with the character traits, go back in the text and reread parts of the text to help prompt them.

Create a list of character traits and examples.

Character Traits Example

hard working -cut out leather before they went to bed

enjoyed their work -loved making shoes

grateful -wanted to give thanks to who was making the shoes

kind or thoughtful -made special shoes for the elves

First Grade Writing Plans Lesson 27

Writing Activity: The students will write their own paragraph about the Shoemaker and his wife and their character traits. Display the chart where students can see it so the students can use the information for their paragraph. A student checklist is listed below.

Example:

In the story, the shoemaker and his wife showed several character traits. They were hard workers in their small shoe store. The shoemaker and his wife loved making shoes so they enjoyed working in their store. Wanting to show how thankful they were, the shoemaker and his wife made shoes for the elves. The Shoemaker and his wife showed they were kind, thankful, and hard working.

Checklist for students

Sentences must begin with a capital letter. Sentences must end with a punctuation mark. Topic sentence (telling me what you are talking about) Give two character traits Give an example of one of the character traits

A closing sentence (reword the first sentence)

To differentiate:

If a paragraph is too difficult, the students could write two or three sentences using the information from the chart.

Lesson 27

Day 3: Writing in response to the anchor text, What Can You Do?

Comprehension Skill Addressed in Writing: Main Idea

Before Reading: Today we will read a story called What Can You Do?. As I read I want you to listen for all the different things that the children in the story can do. Turn and tell your partner what you will be listening for.

After Reading: In the story, the author tells us about all kinds of things children can do. Turn and tell your partner one activity that children in the story could do. Let’s list some of them on our chart.

Things children can do:

SkiSwimReadSpell Write storiesPlay soccerRide a two-wheelerFix things

Turn and tell your partner something you are good at doing. Turn and tell your partner one reason you are good at it.

Writing Activity: The students will write their own paragraph about what they are good at doing.

Example:

I love to play soccer all year round. I play on the Red Rocket team. Goalie is my favorite position because I am good at blocking shots. I am also good at passing the ball. Soccer is my favorite sport.

First Grade Writing Plans Unit 6

Lesson 28

Topic: WeatherRead Aloud: A Hopeful SongAnchor Story: The Kite from Days with Frog and ToadCompanion Piece: Measuring WeatherEssential Question: How can weather change your day?Target Skills: Story Structure; Fantasy Genre

First Grade Writing Plans Lesson 28

Day 1: Writing in response to the teacher read aloud, A Hopeful Song

Comprehension Skill Addressed in Writing: Main Idea

Before Reading: Today we’re going to read about a man who made a difference in the lives of many people.

As I read this story, I want you to listen to find out how Ray Barnett made a difference in the lives of many African children.

Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading: Your job as I read was to listen to find out how Ray made a difference in the lives of many African children.

Why did Ray feel the need to help the African children? What problems were they facing? (go back and reread if needed) – record on chart after they share

The text says that “Ray was determined to do something.” How did Ray try and solve the problem? (if they have difficulty, you can go back and reread that section, then have them discuss)

We learned that Ray’s project was a success. How has it helped the families and children in Africa? (you may have to prompt them)

After they have shared, you may record their answers on the chart (see sample)

Sample Chart:

Problem Ray’s Solution How this Helps

Many African children were hurt by war- sick; couldn’t go to school;

separated from families

He started an African Children’s Choir to raise money for the children

and families.

Raises money so they can attend school;

gives them an opportunity to grow up

healthy

Writing Activity:

Explain how Ray Barnett makes a difference in the lives of the African children. Use details to support.

Be sure to include:

A topic sentence At least 2 ways that he makes a difference or ways that he helps them A conclusion

To Differentiate:

Students can write a topic sentence, then illustrate at least 2 pictures that demonstrate the difference Ray Barnett made for the African children (or ways he helped them).

**Below you will find a more challenging assignment, but it is another way to assess students’ understanding of the main idea.

Why is “A Hopeful Song” a good title for this story?

Be sure to include:

A topic sentence At least 2 reasons why this is a good title A conclusion

If you need to, you can do this as a modeled writing activity.

First Grade Writing Plans Unit 6

Lesson 29

Topic: InsectsRead Aloud: A Stone Goes to CourtAnchor Story: Hi! Fly GuyCompanion Piece: Busy BugsEssential Question: How can insects be helpful?Target Skills: Understanding Characters

First Grade Writing Plans Lesson 29Day 2: Writing in response to the anchor story, Hi! Fly Guy

Comprehension Skill Addressed in Writing: Main Idea and details

Before Reading: Today we’re going to read the story Hi! Fly Guy. As I read this story, I want you to listen for why Fly Guy would make a good pet.

Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading: In the story, the author gives us many reasons why Fly Guy would be a good pet. Turn and tell your partner one reason why he would make a good pet. Now, let’s list them on our chart.

Why was the Fly Guy a good pet?

ReasonsSmartKnew the boy’s nameFancy flyingCan do tricksKnew his own nameKnew the jar was his home

Writing Activity: You are going to write a paragraph explaining why Fly Guy would make a good pet.

Be sure to include:

A topic sentence 2 reasons why Fly Guy would make a good pet Use transitional words A conclusion

Example:

Throughout the story, Fly Guy displays that he would be a good pet. He first shows Buzz that he is smart by saying his name. Then Fly Guy did some tricks and fancy flying. Lastly, he flew right into his jar because he knew it was his home. At the end of the story, everyone knew that Fly Guy was a good pet.

Transitional Words

first, next, after, before, as soon as, finally, meanwhile, afterward, later, above all, then, lastly, at the end

To Differentiate:

Create a topic sentence with the students and have them complete the rest of the writing independently. Below is a modified checklist.

A topic sentence (together) 1 reasons why Fly Guy would make a good pet

Use transitional words A conclusion

Day 4: Writing in response to a Read Works article, Insects on the Move(ReadWorks.org is a free website with lots of passages for all grade levels. Just create an account and you will have access to many passages.)

Comprehension Skill Addressed in Writing: Main Idea and details

Before Reading: When we read the story Fly Guy, we read about a make-believe insect that could do special tricks. Now we are going to read about real insects that can do special things. I want you to listen for the facts about the interesting insects. Turn and tell your partner what you will be listening for.

After Reading: In the article, the author gives us lots of information about some amazing bugs. Turn and tell your partner one insect that really amazed you and why. (If they have difficulty with this, explain again and model with a student.) We are going to write down these interesting insects and facts about each.

Sample Chart:

Insects Facts

Grasshopper Can jump more than 20 times the length of their body, more than 3 feet

Dragonfly Fastest insect, 35 miles per hour

Acrobatic

Flies backwards and forwards

Can hover or hang in the air

Monarch Butterfly Can fly long distances

Diving Beetle Expert swimmer

Has a bubble on his back that fills with oxygen

Can swim under water

Australian Tiger Beetle

Fastest runners

Long legs

Runs up to 5 ½ miles per hour

Writing Activity: You are going to write an informative paragraph about one or two of the insects we have read about. You will need to provide details about the insect(s) in your paragraph.

Checklist for students

Sentences must begin with a capital letter. Sentences must end with a punctuation mark. Topic sentence Write about one or two insects Give details about the insect(s) A closing sentence

Sample Paragraph:

Dragonflies are amazing insects. They are one of the fastest flying insects in the world. Thirty-five miles per hour is their top speed when flying through the air. Flying backwards and forwards is also a special trick they can do. Dragonflies can hover and hang in the air like a helicopter. They are really fun to watch because of their flying abilities.

First Grade Writing Plans Unit 6

Lesson 30

Topic: TeamworkRead Aloud: The Parts of the House Have a FightAnchor Story: Mia Hamm Winners Never QuitCompanion Piece: Be a Team PlayerEssential Question: Why is teamwork important in school or sports?Target Skills: Main Idea and Details

Day 2: Written response to the anchor story, Mia Hamm Winners Never Quit!

Comprehension Skill Addressed in Writing: Summarizing

Before Reading: We are going to read a story about Mia Hamm, a famous soccer player.

As we read this story, I want you to think about the events in the story that lead up to Mia changing her attitude about quitting.

Turn and tell your partner what you are listening for as we read.

After Reading: Have students list the sequence of events that led up to the conclusion. Remind the students that there are many events in the story but you want to focus on the ones that led up to Mia changing her mind about quitting.

Mia played soccer with her brothers and sisters.

The next day Garrett would not let her play soccer because she was a quitter.

Mia realized that playing soccer was more important than winning.

Sometimes she scored a goal and sometimes she didn’t.

When she didn’t score goals, she quit and stomped into the house.

Writing Activity: Ask students to retell the story using events that led up to Mia changing her mind about quitting in their own words.

Checklist for Writing:

Tell what happened at the beginning of the story Give at least two events that led to Mia changing her mind about being

a quitter Tell what happened at the end of the story Make sure all sentences begin with a capital letter and end in the

correct form of punctuation

Sample Paragraph: (change to suit your needs)

Mia loved playing sports especially soccer. She played with her brothers and sisters. She really liked scoring goals but she quit the game when she stopped scoring goals. Her brother and sister wanted her to keep playing but Mia stomped into the house. Mia went outside the next day to play soccer but her brother said she couldn’t play. He told her that “quitter can’t play on my team”. Mia learned that she couldn’t quit because she was losing the game. She loved soccer and that was more important than winning.

To Differentiate: Have students write 3 sentences. One sentence about how Mia’s felt at the beginning, the middle and the end of the story.

1. In the beginning of the story, Mia loved soccer and played with her brothers and sisters.

2. In the middle of the story, Mia got mad because she missed some goals and she quit the game.

3. At the end of the story, Mia realized that it was more important to play the game she loved than to always win.

Day 4: Written response to Be a Team Player

Comprehension Skill Addressed in Writing: Main Idea

Before Reading: As we read this short informational text, listen for what characteristics make up a good team player. Turn and tell your partner what you are listening for as we read.

After Reading: Now let’s list the characteristics of a good team player.

Good Team Player

Don’t feel sorry if you lose.

Do your best.

Have fun!

Pay attention to the coach.

Follow the rules.

Don’t quit.Writing Activity: This might be a great writing activity to assign to partners or small groups of students.

A coach is looking for some new soccer players for his team. He is creating a flier or poster for the new players. Pretend you are the coach and create a flier to encourage the new players to come to the try outs.

Student Checklist:

Your poster or flier must include at least 3 characteristics that the coach is looking for in his new players.

List when and where the players need to try out. Decorate the poster to get the players attention.

Example:

Enjoy soccer? Love having fun? If you are…

Hard working

A good listener

Try your best

Not a quitter

Like having fun

Then come try out for the Lakeside Lions Soccer Team.

June 6th at 3:00 p.m.

Create an Acrostic poem with the students using the word teamwork.

Here’s a sample.

TEAMWORK

Treating others with respect

Everyone following the rules

Always doing your best

More listening

Working together

Overcoming things that are hard

Recognizing each other’s strengths

Keeping a good attitude